Lesson Plan
Course Title: Advanced Engineering Design and Presentation
Session Title: Career Paths in Engineering ePortfolio - Part 3
Performance Objective:
Upon completion of this lesson the student will be able to apply all of the knowledge and skills they
have learned to create a career ePortfolio per the rubrics given.
Specific Objectives:
 Identify what colleges you want to go to and what is required to get into them.
 Compose two to three college admission essays.
 Identify two scholarships you can apply for and apply for them.
 Report and show proof to teacher that you did this.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may
result in the elimination of any or all of the TEKS listed.
Advanced Engineering Design and Presentation:

130.366(c)(1)(A)(B)(C)(E)(F)(G)(H)(I)(J)
...distinguish the differences between an engineering technician, engineering technologist, and
engineer;
...identify employment and career opportunities;
...investigate and work toward industry certifications;
...identify and use appropriate work habits;
...demonstrate knowledge related to governmental regulations, including health and safety;
...discuss ethical issues related to engineering and technology and incorporate proper ethics in
submitted projects;
...demonstrate respect for diversity in the workplace;
...demonstrate appropriate actions and identify consequences relating to discrimination, harassment,
and equality;
...demonstrate effective oral and written communication skills using a variety of software applications
and media;

130.366(c)(3)(A)(B)
...use time-management techniques to develop and maintain work schedules and meet deadlines;
...complete projects according to established criteria;

130.366(c)(5)(A)
...prepare drawings to American National Standards Institute and International Standards
Organization graphic standards;

130.366(c)(8)(A)(C)(D)
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...use a variety of technologies to design systems;
...research applications of different types of computer-aided drafting and design software; and
...use multiple software applications for concept presentations.
Interdisciplinary Correlations:
English Language Arts and Reading, English IV:

110.34(b)(1)(A)(E)
...determine the meaning of technical academic English words in multiple content areas (e.g., science,
mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;
...use general and specialized dictionaries, thesauri, histories of language, books of quotations, and
other related references (printed or electronic) as needed.

110.34(b)(11)(A)(B)
...draw conclusions about how the patterns of organization and hierarchic structures support the
understandability of text; and
...evaluate the structures of text (e.g., format, headers) for their clarity and organizational coherence
and for the effectiveness of their graphic representations.

110.34(b)(12)(A)(B)(D)
...evaluate how messages presented in media reflect social and cultural views in ways different from
traditional texts;
...evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media,
images, text, sound in electronic journalism) used in multi-layered media;
...evaluate changes in formality and tone across various media for different audiences and purposes.

110.34(b)(13)(A)(B)(C)(D)(E)
...plan a first draft by selecting the correct genre for conveying the intended meaning to multiple
audiences, determining appropriate topics through a range of strategies (e.g., discussion, background
reading, personal interests, interviews), and developing a thesis or controlling idea;
...structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic
organizers, lists) and develop drafts in timed and open-ended situations that include transitions and
the rhetorical devices to convey meaning;
...revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and
logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g.,
metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g.,
parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional
words and phrases;
...edit drafts for grammar, mechanics, and spelling;
...revise final draft in response to feedback from peers and teacher and publish written work for
appropriate audiences.

110.34(b)(15)(B)(C)(D)
...write procedural and work-related documents (e.g., résumés, proposals, college applications,
operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on the topic;
(ii) appropriate formatting structures (e.g., headings, graphics, white space);
(iii) relevant questions that engage readers and address their potential problems and
misunderstandings;
(iv) accurate technical information in accessible language; and
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(v) appropriate organizational structures supported by facts and details (documented if
appropriate);
...write an interpretation of an expository or a literary text that:
(i) advances a clear thesis statement;
(ii) addresses the writing skills for an analytical essay including references to and commentary
on quotations from the text;
(iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices;
(iv) identifies and analyzes ambiguities, nuances, and complexities within the text; and
(v) anticipates and responds to readers' questions and contradictory information;
...produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial,
visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a
specific audience and synthesizes information from multiple points of view.

110.34(b)(17)(A)(B)
...use and understand the function of different types of clauses and phrases (e.g., adjectival, noun,
adverbial clauses and phrases);
...use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).

110.34(b)(18) - Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.

110.34(b)(19) - Oral and Written Conventions/Spelling. Students spell correctly.

110.34(b)(23)(A)(B)(C)(D)(E)
...provides an analysis that supports and develops personal opinions, as opposed to simply restating
existing information;
...uses a variety of formats and rhetorical strategies to argue for the thesis;
...develops an argument that incorporates the complexities of and discrepancies in information from
multiple sources and perspectives while anticipating and refuting counter-arguments;
...uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document
sources and format written materials; and
...is of sufficient length and complexity to address the topic.
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Occupational Correlation: (reference: O*NET - http://www.onetonline.org/)
Industrial Engineer 17-2112.00
Similar Job Titles: Industrial Engineer, Process Engineer, Engineer, Operations Engineer,
Engineering Manager, Manufacturing Specialist, Plant Engineer, Supply Chain Engineer, Tool
Engineer, Production Engineer
Tasks:

Plan and establish sequence of operations to fabricate and assemble parts or products and to
promote efficient utilization.

Review production schedules, engineering specifications, orders, and related information to obtain
knowledge of manufacturing methods, procedures, and activities.

Estimate production costs, cost saving methods, and the effects of product design changes on
expenditures for management review, action, and control.

Draft and design layout of equipment, materials, and workspace to illustrate maximum efficiency using
drafting tools and computer.

Coordinate and implement quality control objectives, activities, or procedures to resolve production
problems, maximize product reliability, or minimize costs.

Communicate with management and user personnel to develop production and design standards.

Recommend methods for improving utilization of personnel, material, and utilities.

Develop manufacturing methods, labor utilization standards, and cost analysis systems to promote
efficient staff and facility utilization.

Confer with clients, vendors, staff, and management personnel regarding purchases, product and
production specifications, manufacturing capabilities, or project status.

Apply statistical methods and perform mathematical calculations to determine manufacturing
processes, staff requirements, and production standards.
Soft Skills:
Judgment and Decision Making, Critical Thinking, and Problem Solving
Teacher Preparation:
You will need to refer back to the copy of the ePortfolio Order and Checklist and ePortfolio (Digital Portfolio)
Rubric, you already gave them. Then distribute copies of the College Essay Rubric handout. If you have a
college and career counselor ask if they can come speak to your students about this week’s topics. They love
doing this and will be thankful that someone other than a senior English teacher is working with the students
on doing this.
References:
O*NET - http://www.onetonline.org/
Refer to the ePortfolio Order and Checklist, Rubric and ePortfolio (Digital Portfolio) Rubric, and the
Career Paths in Engineering ePortfolio - Part 3 PowerPoint presentation.
Instructional Aids:
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1. Career Paths in Engineering ePortfolio - Part 3 PowerPoint presentation
2. Internet
Materials Needed:
1. ePortfolio Order and Checklist handout for each student
2. ePortfolio (Digital Portfolio) Rubric handout for each student
3. College Essay Rubric handout for each student
4. ePortfolio they started last week in ePortfolio - Part 2 lesson
Equipment Needed:
1. Computer with internet access
2. Printer
3. Scanner
4. Digital camera
5. Data projector for PowerPoint
6. PowerPoint (or equivalent software )
Learner Preparation:
This should be a continuation and/or completion of the ePortfolio they started working on.
Students need to research colleges if they do not know where they want to go. A local junior
college is acceptable, but have students also pick 1-2 traditional 4 year colleges they would like to
go to if they could. They will also have to write essays to help them get accepted to their college.
Finally they must complete at least two scholarship applications.
Introduction
Introduction (LSI Quadrant I):
ASK: What college do you want to go to and why? (Make sure each student answers this.)
SAY: Here is the grading rubric for the college essays.
SHOW: The College Essay Rubric and allow time for discussion
ASK: Why do you think I am having you write essays now instead of later?
SAY: Because most deadlines for admission is in November or at the latest December. You need
to have them ready now.
ASK: Why do I require you to apply for at least two scholarships?
SAY: Because education is costly and there are so many that will go unclaimed yearly. At least
this way you have tried and we hope you receive one. The more you try for, the more likely you are
to receive one.
SAY: Remember your timeline and that I will be grading week three assignments Monday, when
you should be starting the last week four of the unit.
SAY: Again, the actual ePortfolio will not be graded until the very end.
SAY: Time to get to work, next Monday we will go over the last week 4 assignments
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with the
following outline.
MI
Outline
Notes to Instructor
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Week 1 =
Day 1 = Show rubric and example website;
retrieve or create students’ own account.
Day 2 = Prepare mission statement, letter of
recommendation, provide resume.
Day 3 = Explain what field you want to go
into when you graduate from high school and
then post-secondary (college, trade school,
etc.)
Day 4 = Explain difference between a
Technician and a Technologist. Find out
what is the job prospect and salary you can
expect to have in career field of choice.
Day 5 = What certifications can you get for
this field and what professional organizations
are there?
This is a continuation and
completion of the student
portfolio created in Engineering
Design and Presentation –
Portfolio – Part 3. However, this
lesson has a more structured
outline of questions that must
be answered on the ePortfolio
website. This is a four part and
four week lesson.
Week 2 =
Day 6-10 = Résumé, 3 examples of work,
reflection statement, create video slide show.
Week 3 =
Day 11 = What colleges do you want to go to
and what do you have to do to get into them?
Day 12 = Write 2-3 admission essays for
college.
Day 13-15 = Find two scholarships and
apply for them.
Week 4 =
Day 16 = Explain what soft and hard skills
are, compare and contrast them.
Day 17 = Explain what diversity in the work
place is.
Day 18 = Explain what safety in the work
place is and why it is important.
Day 19-20 = What are some ethical issues
you may face and how do you handle them?
Week 3 – Day 11
I. What college do you want to go to and why?
A. Make sure all students answer this.
B. Allow no more than 3-5 minutes per student.
Begin Career Paths in
Engineering ePortfolio - Part 3
PowerPoint presentation.
As long as students can
explain WHY they would
select them, the answer is
correct. Do not spend more
than 3-5 minutes discussing
per student.
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Day 12
II. Pass out College Essay Rubric and discuss
A. You will write two to three college admission
essays.
B. Why do you think I am having you write
these essays now instead of later?
C. Most deadlines for college admission are
November or December.
D. You need to have them ready.
E. Allow 10 minutes to discuss the grading
rubric.
Day 13-15
III. Scholarships
A. You will find two scholarships that you can
apply for and then apply.
a. Show me proof that you did this.
B. Why do I require you to apply for at least
two scholarships?
a. Education is costly and there are
many that go unclaimed yearly.
b. The more you try for, the more likely
you are to receive one.
Day 15
IV. Timeline and grading
A. I will be grading week three assignments
Monday, when you are starting week four of
this unit.
B. Actual ePortfolio will not be graded until the
very end.
C. Monday we will go over the last week four
assignments.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Sometimes allowing students
to discuss what they will be
graded on, stops questions or
problems later on when the
project is due. Try to limit
discussion to 10 minutes.
Ask your college and career
center counselor for a list of
scholarships. They always
have a great database to pull
from.
Check randomly to see
how students are progressing
and give them gentle
reminders. Do not do this daily
for each student. They need to
be self-directed now.
InterPersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
The teacher will go over the College Essay Rubrics and discuss; and go over the Career Paths in
Engineering ePortfolio – Part 3 PowerPoint presentation.
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Independent Practice (LSI Quadrant III):
Students work on identifying college(s) they want to attend, College Essays Rubric, and identifying
and applying for two college scholarships.
Summary
Review (LSI Quadrants I and IV):
Question: What do you think would be another good college essay topic?
Answer: As long as they can explain what/why they think this way it is correct.
Question: What did you learn about scholarships?
Answer: As long as they can explain what/why they think this way it is correct.
Evaluation
Informal Assessment (LSI Quadrant III):
Class discussions.
Formal Assessment (LSI Quadrant III, IV):
College(s) I want to attend and scholarships, is a daily grade. The College Essays Rubric (two) is a
major grade.
Extension
Extension/Enrichment (LSI Quadrant IV):
Move on to the last week 4 if they finish early. Sometimes soft skills versus hard skills take more
than a day to answer because they often do not know what they are.
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ePortfolio Order and Checklist
_____ Professional name for your ePortfolio
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Good = First_Last_Year_Portfolio
Bad = Fluff-Bunny178-Portfolio-Year
Side Bar/Table of Contents has all of the links and requirements given below
NOTE: you can change the order to be anyway you would like for all but two (2) of the links. 1st = Home page or welcome message and 2nd =
your Mission Statement or Goals
Résumé
Awards and/or certificates you have earned
Letters of Recommendation
Letter of Intent and Interest
Colleges I want to attend
College Admission Essays
Scholarships
Field of Engineering you want to go into
Difference between a Technician and a Technologist
Job Salary and Prospects
Certifications I can earn
Professional Organizations
Hard verses Soft Skills
Diversity in the Work Place
Safety in the Work place
Ethical Issues I may face
Examples of your work; sort them by subject. Ex: Engineering Design, Art 3, Physics, TSA, etc.
_____ Hand drawings (advise you scan them in for digital records and in case you lose the original)
_____ Print outs of your computer work
_____ Photos of all work that can’t be printed (3D animations, sculpture, prototypes, etc.)
_____ Work should show progression: start with your 1st to the last being your best work at the end
_____ Submit ONLY your work! Do NOT use other people’s original work. ONLY include projects that you actually helped create or modify!
_____ Plan out the organization and design of your portfolio
_____ Try to keep the orientation all going in the same direction (nobody likes having to turn the pages so they can see them)
_____ Be creative in your design and composition of your portfolio. It should be used to help spark dialogue between you and your
interviewer.
_____ Be consistent with font style and size. Avoid fancy word art and color combinations
_____ Adapt and modify it as you go
Misc. your choice
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9
Name: __________________________________________
Teacher: _______________________________________
Class/P#:___________________________________
Date: ______________________________________
ePortfolio (Digital Portfolio) Rubric
CATEGORY
Selection of
Artifacts
Exemplary
(15-14 pts. each)
All artifacts and work samples are
clearly and directly related to the
purpose of the ePortfolio.
Proficient
(13-11 pts. each)
Developing
(10-7 pts. each)
Unsatisfactory
(6-1 pts. each)
Most artifacts and work samples
are related to the purpose of the
ePortfolio.
Some of the artifacts and work
samples are related to the purpose
of the ePortfolio.
None of the artifacts and work
samples is related to the purpose of
the ePortfolio.
A wide variety of artifacts is
included.
Reflections
All reflections clearly describe
growth, achievement and
accomplishments, and include
goals for continued learning (long
and short term).
Most of the reflections describe
growth and include goals for
continued learning.
A few of the reflections describe
growth and include goals for
continued learning.
None of the reflections describes
growth and does not include goals
for continued learning.
Use of Multimedia
All of the photographs, concept
maps, spreadsheets, graphics,
audio and/or video files enhance
understanding of concepts, ideas
and relationships, create interest,
and are appropriate for the chosen
purpose.
Accessibility requirements using
alternate text for graphics are
included in web-based portfolios.
Most of the graphic elements and
multimedia contribute to
understanding concepts, ideas and
relationships, enhance the written
material and create interest.
Some of the graphic elements and
multimedia do not contribute to
understanding concepts, ideas and
relationships.
None of the graphic elements or
multimedia contributes to
understanding concepts, ideas and
relationships. The inappropriate
use of multimedia detracts from the
content.
Documentation
and Copyright
All images, media and text follow
copyright guidelines with accurate
citations. All content throughout the
ePortfolio displays the appropriate
copyright permissions.
Most images/media or text
elements created by others are
cited with accurate, properly
formatted citations.
Some of the images, media or texts No images, media or text created
created by others are not cited with by others are cited with accurate,
accurate, properly formatted
properly formatted citations.
citations.
Ease of Navigation
The navigation links are intuitive.
The various parts of the portfolio
are labeled, clearly organized and
allow the reader to easily locate an
artifact and move to related pages
or a different section. All pages
connect to the Table of Contents,
and all external links connect to the
appropriate website or file.
The navigation links generally
function well, but it is not always
clear how to locate an artifact or
move to related pages or different
section. Most of the pages connect
to the Table of Contents. Most of
the external links connect to the
appropriate website or file.
The navigation links are somewhat
confusing, and it is often unclear
how to locate an artifact or move to
related pages or a different section.
Some of the pages connect to the
Table of Contents, but in other
places the links do not connect to
preceding pages or to the Table of
Contents. Some of the external
Most of the graphics include
alternate text in web-based
portfolios.
None of the graphics include
alternate text in web-based
portfolios.
The navigation links are confusing,
and it is difficult to locate artifacts
and move to related pages or a
different section. There are
significant problems with pages
connecting to preceding pages or
the Table of Contents. Many of the
external links do not connect to the
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10
Layout and Text
Elements
Writing Mechanics
0
links do not connect to the
appropriate website or file.
appropriate website or file.
The ePortfolio is easy to read.
Fonts and type size vary
appropriately for headings, subheadings and text. Use of font
styles (italic, bold, underline) is
consistent and improves
readability.
The ePortfolio is generally easy to
read. Fonts and type size vary
appropriately for headings, subheadings and text. Use of font
styles (italic, bold, underline) is
generally consistent.
The ePortfolio is often difficult to
read due to inappropriate use of
fonts and type size for headings,
sub-headings and text or
inconsistent use of font styles
(italic, bold, underline). Some
formatting tools are under or overutilized and decrease the readers'
accessibility to the
The ePortfolio is difficult to read
due to inappropriate use of fonts,
type size for headings, subheadings and text and font styles
(italic, bold, underline). Many
formatting tools are under or overutilized and decrease the readers'
accessibility to the content.
Color of background, fonts, and
links enhance the readability and
aesthetic quality, and are used
consistently throughout the
ePortfolio.
Color of background, fonts, and
links generally enhance the
readability of the text, and are
generally used consistently
throughout the ePortfolio.
Color of background, fonts, and
links decrease the readability of the
text, are distracting and used
inconsistently in some places
throughout the ePortfolio.
Color of background, fonts, and
links decrease the readability of the
text, are distracting and used
inconsistently throughout the
ePortfolio.
There are no errors in grammar,
capitalization, punctuation, and
spelling.
There are a few errors in grammar,
capitalization, punctuation, and
spelling. These require minor
editing and revision.
There are four or more errors in
grammar, capitalization,
punctuation, and spelling requiring
editing and revision.
There are more than six errors in
grammar, capitalization,
punctuation, and spelling requiring
major editing and revision.
No work submitted
Comments:
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11
Name: __________________________________________
Teacher: _______________________________________
Class/P#:___________________________________
Date: ______________________________________
College Essay Rubric #______ (write at least 2)
Exemplary
(10-9 pts. each)
Proficient
(8-7 pts. each)
Developing
(6-4 pts. each)
Unsatisfactory
(3-1 pts. each)
Organization
and Focus
Clear main ideas and supporting
details, stays on topic
Clear main ideas and some
supporting details, stays on topic
most of the time
Clear main ideas and some supporting
details, does not stay on topic
No main idea and little supporting
details, does not stay on topic
Originality
Vivid details, fresh word choice,
creativity, risk-taking
Details, good word choice, some
creativity and risk-taking
Details, good word choice, little
creativity and risk-taking
Good word choice, no creativity
and risk-taking
Writer’s Voice
Consistent throughout, engaging,
conveys individual personality
Consistent throughout, engaging
Not consistent throughout, somewhat
engaging
Not consistent throughout, not
very engaging
Freedom from
Error
No spelling, grammar,
punctuation, usage errors
A few spelling, grammar,
punctuation, usage
Many spelling, grammar, punctuation,
usage
Every sentence has problems
with spelling, grammar,
punctuation
Overall success
Interesting topic clearly developed
Interesting topic
Topic is clear
Topic is not even clear
0

No work submitted
Comments:
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12